"When school system leaders succeed in developing a culture of data use and analysis to improve professional learning, educators use data to monitor and evaluate the short-term, intermediate, and long-term effects of professional learning."
The skill I most looked for in applicants was the ability to listen. While listening can be learned, it was one skill that I wanted a prospective coach to already have.
reflective learners
committed to improving their practice and learning more and refining their skills
A study will soon be released highlighting that the U.S. spends about $18 billion on professional development for educators annual, and much of that money is spent ineffectively. So says Barnett Barry, founder and CEO of Center for Teaching Quality in a blog post on TeachingQuality.org.
Advocates say the movement offers an opportunity for schools to shift away from arbitrary credit-hour requirements toward a system based on evidence of progress in specific instructional skills.
On the topic of prereading and scaffolding, the most recent version takes care to "leave room for a wide range of instructional approaches" that engage students in reading, while at the same time "setting some basic parameters based on the standards," such as ensuring that scaffolding "does not pre-empt or replace the need to read the text,"
To argue that meaning resides solely in the text is antithetical to several decades of research which shows that meaning is in the interaction of reader and text,"
"In too many classrooms, the actual text never enters the discussion," he said. "It's all about kids' feelings about it, or their experiences related to it. The teacher spends 45 minutes wallowing in that space, but never gets into the information in the text."
"to do quite a bit of framing to get my kids to the point where they can wrestle with the text."
oesn't need to be an either-or,
To do that, teachers have many strategies at their disposal, he noted. They can supply information upfront, when appropriate. They can plan a cold reading but assign texts leading up to it that will fill in knowledge gaps. They can ask students to read a group of surrounding pieces in conjunction with a central text.